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Development of Reading-Related Phonological Processing Abilities: New Evidence of Bidirectional Causality From a Latent Variable Longitudinal Study

Developmental psychology, 1994-01, Vol.30 (1), p.73-87

1994

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Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches

Annals of dyslexia, 2010-06, Vol.60 (1), p.40-56

2010

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Preventing Reading Failure in Young Children With Phonological Processing Disabilities: Group and Individual Responses to Instruction

Journal of educational psychology, 1999-12, Vol.91 (4), p.579-593

1999

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The Relations between Phonological Processing Abilities and Emerging Individual Differences in Mathematical Computation Skills: A Longitudinal Study from Second to Fifth Grades

Journal of experimental child psychology, 2001-06, Vol.79 (2), p.192-227

2001

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Intensive Remedial Instruction for Children with Severe Reading Disabilities: Immediate and Long-term Outcomes From Two Instructional Approaches

Journal of learning disabilities, 2001-01, Vol.34 (1), p.33-58

2001

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Changing Relations Between Phonological Processing Abilities and Word-Level Reading as Children Develop From Beginning to Skilled Readers: A 5-Year Longitudinal Study

Developmental psychology, 1997-05, Vol.33 (3), p.468-479

1997

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Comparing Two Forms of Dynamic Assessment and Traditional Assessment of Preschool Phonological Awareness

Journal of learning disabilities, 2011-07, Vol.44 (4), p.313-321

2011

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Longitudinal Studies of Phonological Processing and Reading

Journal of learning disabilities, 1994-05, Vol.27 (5), p.276-286

1994

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Development of Young Readers' Phonological Processing Abilities

Journal of educational psychology, 1993-03, Vol.85 (1), p.83-103

1993

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The Effectiveness of a Group Reading Instruction Program with Poor Readers in Multiple Grades

Learning disability quarterly, 2001-05, Vol.24 (2), p.119-134

2001

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Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children

Scientific studies of reading, 1997-04, Vol.1 (2), p.161-185

1997

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Repeated Reading and Reading Fluency in Learning Disabled Children

Reading research quarterly, 1985-01, Vol.20 (2), p.180-188

1985

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Explaining Social Class Differences in Growth of Reading Skills from Beginning Kindergarten through Fourth-Grade: The Role of Phonological Awareness, Rate of Access, and Print Knowledge

Reading & writing, 2000-03, Vol.12 (1-2), p.99-127

2000

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Prevention and Remediation of Severe Reading Disabilities: Keeping the End In Mind

Scientific studies of reading, 1997-07, Vol.1 (3), p.217-234

1997

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Language Comprehension in Learning Disabled Children Who Perform Poorly on Memory Span Tests

Journal of educational psychology, 1988-12, Vol.80 (4), p.480-487

1988

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Repeated Reading and Reading Fluency in Learning Disabled Children

Reading Research Quarterly, 1985, Vol.20 (2), p.180

1985

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Theory-Based University Admissions Testing for a New Millennium

Educational psychologist, 2004-09, Vol.39 (3), p.185-198

2004

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The nature of prereaders' phonological processing abilities

Cognitive development, 1987-10, Vol.2 (4), p.355-373

1987

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REPEATED READING AND READING FLUENCY IN LEARNING DISABLED CHILDREN

RASHOTTE, CAROL ALEXANDER

1983

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Development of Reading-Related Phonological Processing Abilities: New Evidence of Bidirectional Causality From a Latent Variable Longitudinal Study

Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches

Preventing Reading Failure in Young Children With Phonological Processing Disabilities: Group and Individual Responses to Instruction

The Relations between Phonological Processing Abilities and Emerging Individual Differences in Mathematical Computation Skills: A Longitudinal Study from Second to Fifth Grades

Intensive Remedial Instruction for Children with Severe Reading Disabilities: Immediate and Long-term Outcomes From Two Instructional Approaches

Changing Relations Between Phonological Processing Abilities and Word-Level Reading as Children Develop From Beginning to Skilled Readers: A 5-Year Longitudinal Study

Comparing Two Forms of Dynamic Assessment and Traditional Assessment of Preschool Phonological Awareness

Longitudinal Studies of Phonological Processing and Reading

Development of Young Readers' Phonological Processing Abilities

The Effectiveness of a Group Reading Instruction Program with Poor Readers in Multiple Grades

Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children

Repeated Reading and Reading Fluency in Learning Disabled Children

Explaining Social Class Differences in Growth of Reading Skills from Beginning Kindergarten through Fourth-Grade: The Role of Phonological Awareness, Rate of Access, and Print Knowledge

Prevention and Remediation of Severe Reading Disabilities: Keeping the End In Mind

Language Comprehension in Learning Disabled Children Who Perform Poorly on Memory Span Tests

Repeated Reading and Reading Fluency in Learning Disabled Children

Theory-Based University Admissions Testing for a New Millennium

The nature of prereaders' phonological processing abilities

REPEATED READING AND READING FLUENCY IN LEARNING DISABLED CHILDREN

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